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UNIVERSITY   OF    ILLINOIS    BULLETIN 

Issued  Weekly 
Vol.  XX  May  7,  1923  No.  36 

[Entered  as  second-class  matter  December  11,  1912,  at  the  post  office  at  Urbana,  Illinois,  under  the 
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EDUCATIONAL  RESEARCH  CIRCULAR  NO.  17 


BUREAU  OF  EDUCATIONAL  RESEARCH 
COLLEGE  OF  EDUCATION 


THE  ELEMENTARY  SCHOOL 
PRINCIPALSHIP 

By 

Dora  Keen  Mohlman 

Assistant,  Bureau  of  Educational  Research 


PUBLISHED  BY  THE  UNIVERSITY  OF  ILLINOIS 
URBANA 


370 

XtQ>e 
no,  I  T 


The  Elementary  School  Principalship 

Observation  ahd  investigation1  demonstrate  that  there  is  a  wide 
variation  in  the  duties  allotted  elementary  school  principals  by  super- 
intendents and  school  officials.  There  is  perhaps  a  still  wider  variation 
in  the  interpretation  by  the  principals  themselves  of  the  functions  of 
their  office.  Such  a  divergence  of  opinion  and  practise  may  be  ex- 
plained to  a  great  degree  by  the  almost  fortuitous  origin  and  growth 
of  the  principalship.  This  is  largely  the  outcome  of  the  need  that 
arose  in  the  central  office  for  some  one  in  each  building  to  perform 
certain  specified  clerical  and  administrative  duties  which  have  been 
constantly  increasing  in  quantity  and  broadening  in  scope.  The 
principal  has  acted  in  the  capacity  of  head  teacher  first,  then  clerk, 
then  general  manager.2  His  position  has  been  evolving  toward  a 
final  stage  which  has  not  yet  been  reached  and  which  can  not  be 
reached  until  its  function  can  be  crystallized  into  a  conscious  ob- 
jective in  the  minds  of  school  men  and  women. 

There  is  considerable  indication  that  such  a  crystallization  is 
under  way  as  an  outgrowth  of  the  awakening  professional  self- 
consciousness  in  educational  circles.  Superintendents  and  teachers 
began  to  realize  that  the  principal  was  here  to  stay  and  asked,  "What 
shall  we  do  with  him?"  The  principals  added  to  the  query  by  asking, 
"What  shall  we  do  with  ourselves?  Are  we  performing  the  duties 
which  mean  most  in  increasing  the  efficiency  of  the  public  schools? 
Should  we  emphasize  a  certain  activity  more  and  certain  other  ac- 
tivities less,  or  increase  or  decrease  the  number  and  scope  of  our 
present  obligations?" 

Literature  of  principalship.  In  answer  to  these  questionings 
a  literature  of  the  elementary  school  principalship  is  being  developed. 
An  examination  of  educational  publications  reveals  the  fact  that  the 
greater  amount  of  this  material,  which  is  by  no  means  large,  relating 
to  the  functions  of  the  elementary  school  principal  has  been  published 


xGray,  William  S.  "The  work  of  the  elementary  school  principal,"  Elementary 
School  Journal,  19:24-35,  September,  1918. 

2Worth,  McClure.  "The  functions  of  the  elementary  school  principal,"  Ele- 
mentary School  Journal,  21:500-14,  March,  1921. 

[3] 


within  the  past  five  or  six  years.  A  growing  interest  will  result  in  the 
continuance  of  contributions  to  the  literature  of  this  field. 

Function  of  the  principal.  It  is  likely  that  we  have  advanced  to 
the  final  stage  in  the  growth  of  the  principalship.  The  true  function 
of  the  principal  is  gradually  being  defined  in  the  minds  of  educators. 
Altho  expressed  in  different  ways  and  with  some  variations  in  the 
emphasis  on  the  amount  of  independent  activity  which  should  be  per- 
mitted the  principal,  there  is  a  marked  agreement  among  various 
authors  and  thinkers  as  to  the  most  important  duty  of  the  principal- 
ship.  Above  everything  else  the  principal,  through  his  plans,  sugges- 
tions, activities  and  guidance,  should  improve  and  keep  up  to  a  high 
standard  the  quality  of  the  instruction  of  his  teachers.  He  should  be 
the  true  professional  leader  of  his  school. 

Activities  implied  in  this  function.  There  is  nothing  startling, 
or  at  first  sight,  even  new  in  this  conception  of  the  primary  responsi- 
bility of  the  principal's  office.  A  closer  inspection  into  the  duties  im- 
plied reveals,  however,  increasing  vistas  of  service  to  be  rendered: 

1.  The  organization  of  the  school  should  be  adapted  to  the  in- 
dividual child  in  order  to  afford  him  the  greatest  amount  of  oppor- 
tunity for  development.  This  is  primarily  the  responsibility  of  the 
principal  and  will  necessitate  carefully  worked  out  methods  of  classi- 
cation  of  pupils,  and  various  adaptations  of  subject  matter. 

2.  The  course  of  study  represents  another  obligation  of  the 
principal.  It  is  imperative  that  he  assume  the  leadership  in  adapting, 
in  so  far  as  possible,  the  course  of  study  to  the  needs  of  the  community 
represented  and  to  the  increasing  demands  of  modern  life. 

3.  Professional  leadership  also  implies  improvement  in  the 
method  of  classroom  instruction  with  its  accompanying  purposeful 
supervision  of  classes  and  adequate,  helpful  suggestions  to  teachers. 
These  suggestions  must  be  a  part  of  an  organized  plan  extending  be- 
yond mere  remarks  concerning  the  work  of  an  isolated  class  exercise. 
The  principal  will  thus  become  the  real  supervisor  of  his  school. 

4.  Closely  allied  to  improvement  in  methods  is  the  training  of 
teachers  in  service  to  which  task  the  principal  should  devote  a  portion 
of  his  time  and  energy.  A  prime  prerequisite  to  securing  results  in 
this  field  is  a  high  order  of  professional  enthusiasm  on  the  part  of 
principal  and  teachers  and  an  excellent  spirit  of  cooperation  between 
them. 


[4] 


5.  Administrative  and  clerical  duties  should  be  arranged 
so  that  they  require  but  a  minor  part  of  the  principal's  time  and 
energy.  The  time  allotted  these  duties  constitutes  the  most  important 
problem  of  the  principalship  and  more  than  any  other  factor  de- 
termines its  function.  In  one  investigation1  of  the  number  of  hours 
given  to  various  activities  by  a  group  of  principals  it  was  found  that 
administrative  and  clerical  duties  received  by  far  the  greater  portion 
of  their  time.  In  the  same  study  evidence  from  other  contemporary 
literature  is  listed  which  "seems  to  confirm  the  belief  that  adminis- 
trative routine  overshadows  in  practise  the  other  activities  of  the 
principal."  No  doubt  much  additional  evidence  supporting  this  con- 
clusion could  be  found  in  our  own  observation  and  experience. 

6.  The  ideal  of  professional  leadership  also  carries  with  it  an 
obligation  broader  than  that  included  in  the  adequate  instruction  of 
pupils.  It  presupposes  attention  to  the  physical,  social  and  moral 
needs  of  the  pupils  and  the  community.  The  principal  should  be  a 
positive  factor  in  any  movement  for  the  betterment  of  civic  condi- 
tions. One  author2  has  applied  the  term  social  duties  to  activities  of 
this  type.  An  adequate  performance  of  these  duties  necessitates  that 
the  principal  gain  the  friendly  regard  and  confidence  of  the  members 
of  his  community. 

7.  In  order  to  perform  adequately  his  duties  the  principal  must 
grow  in  fitness  and  zeal  for  his  calling.  Professional  training  and  con- 
tinued study  are  vital  requirements  in  the  equipment  of  any  princi- 
pal who  qualifies  for  the  complete  fulfilment  of  his  function. 

Relation  of  principal  and  superintendent.  The  performance  of 
the  activities  of  the  principal  in  the  light  of  professional  leadership 
as  a  primary  function  will  bring  about  a  relationship  between  the 
principal  and  superintendent  which  does  not  exist  in  every  school 
system  at  the  present  time.  It  will  mean  that  the  principal  has  a 
greater  scope  for  independent  action.  He  will  have  a  voice  in  di- 
recting the  policies  of  the  school  and  will  be  responsible  for  the  in- 
auguration of  new  plans  and  ideas.  One  author3  maintains  "that  the 
great  function  of  the  school  superintendent  is  not  to  direct  principals 

^orth,  McClure.  "The  functions  of  the  elementary  school  principal,"  Ele- 
mentary School  Journal,  21:500-14,  March,  1921. 

2Reavis,  W.  C.  "The  duties  of  a  supervising  principal,"  Elementary  School 
Journal,  19:279-84,  December,  1918. 

3Weet,  Herbert  S.  "The  duties  of  the  school  principal,"  Elementary  School 
Journal,  20:253-63,  December,  1919. 

[5] 


but  to  secure  for  them,  to  the  very  limit  of  his  power,  the  conditions 
required  for  enabling  them  to  work  out  the  problems  of  their  schools. " 
It  is  clear  that  with  the  acceptance  of  his  broader  responsibility  the 
principal  must  accept  its  accompanying  new  freedom. 

Relation  of  principal  and  teachers.  The  relationship  which 
should  exist  between  the  principal  and  his  teachers  is  analagous  to  that 
which  should  exist  between  the  superintendent  and  his  principals. 
The  teachers  should  exercise  their  initiative  in  planning  details  of  in- 
struction and  the  principal  should  be  responsible  for  the  general  prin- 
ciples necessary  for  the  guidance  of  school  activities.  There  should  be 
a  frank  confidence  of  one  in  the  other,  a  loyalty  of  each  member  of 
the  school  body  to  all  others,  and  a  singleness  of  purpose  born  of 
cooperation  in  the  search  for  ends  and  in  the  determinations  of  means. 

A  broadening  of  the  field  of  activities  carried  on  by  the  principal 
will  probably  bring  about  additional  privileges  in  the  selection  of  his 
teachers  and  in  the  assignment  of  their  duties.  As  a  result  there  will 
tend  to  be  greater  cooperation  and  more  cordial  feeling  between 
principal  and  teachers  and  greater  degree  of  fitness  on  the  part  of  the 
teachers  for  their  particular  grade  or  special  duties.  With  the  re- 
sponsibility of  his  selection  resting  upon  him  the  principal  will  proba- 
bly exert  himself  to  prevent  anyone  of  his  teachers  from  an  unsatis- 
factory performance  of  her  duties. 

Relation  of  principal  and  subject  supervision.  Any  obligation 
which  requires  of  the  principal  a  large  amount  of  supervision  and 
direction  of  classroom  work  will  raise  the  query  of  what  shall  be  done 
with  the  subject  supervisor.  An  efficient  performance  of  supervision 
by  the  principal  should  render  subject  supervision,  as  it  is  now  carried 
on  in  many  systems,  superfluous.  Chicago1,  perhaps  to  a  greater 
extent  than  any  other  large  school  system  in  the  United  States,  has 
dispensed  with  subject  supervision  in  favor  of  supervision  by  the 
principal.  School  men  in  that  city  claim  that  the  plan  is  productive 
of  greater  efficiency  in  school  work.  The  principal  because  of  the 
closer  contact  with  his  teachers  afforded  by  the  fact  that  he  is  in  the 
same  building  can  follow  up  the  work  more  adequately  than  the 
supervisor  who  must  apportion  his  time  and  effort  among  several 
buildings.  Another  reason  which  is  advanced  for  the  superiority  of 
supervision  by  the  principal  is  that  it  promotes  a  greater  unity  of 


xLowry,  Chas.  D.     "The  work  of  the  principal,"  Chicago  Schools  Journal,  5:53- 
59,  October,  1922. 

[6] 


purpose,  solidarity  of  action  and  more  complete  and  intelligent  co- 
operation than  can  be  hoped  for  with  the  supervision  given  in  whole 
or  in  part  by  subject  supervisors. 

Classification  of  duties.  Certain  authors  among  whom  are 
Nutt1,  Reavis2  and  Worth3  have  given  very  suggestive  classifica- 
tions of  the  duties  and  activities  of  the  principal.  Altho  the  two 
former  authors  go  into  considerable  detail  in  the  enumeration  of 
specific  duties  in  contrast  to  Worth,  who  states  only  main  divisions 
with  a  brief  description  of  the  nature  of  the  duties  included  under 
each,  a  great  deal  of  correspondence  exists  in  the  three  classifications. 
In  fact  they  cover  practically  the  same  range  of  duties  and  their  dis- 
tinction depends  largely  upon  the  difference  in  grouping  and  in  em- 
phasis. This  will  necessarily  be  true  of  any  classification  which  has 
as  its  basic  theory  the  conception  of  the  elementary  school  principal 
as  fulfilling  the  broad  function  of  professional  leadership. 

With  this  explanation  the  following  general  classification  based 
upon  the  lines  of  activity  described  in  the  preceding  pages  is  presented: 

1.  Professional  activities:  including  duties  applying  to  pro- 
vision for  the  individual  pupil,  the  course  of  study,  the  training  of 
teachers,  the  supervision  of  instruction  and  improvement  of  methods, 
and  his  own  professional  growth,  etc. 

2.  Administrative  activities:  including  superintendence  of  the 
school  plant,  inspection  of  buildings  and  grounds,  etc.,  and  manage- 
ment of  the  school  body  such  as  promotion  of  pupils,  schedule  of 
classes,  provision  for  discipline,  attendance,  tardiness,  etc. 

3.  Clerical  activities:  including  reports,  records,  inventories, 
orders  of  supplies,  etc. 

4.  Social  activities:  the  duties  falling  under  this  main  heading 
divide  themselves  fairly  distinctly  into  two  classes:  first  are  those 
school  activities  pertaining  to  the  moral,  social  and  physical  train- 
ing of  pupils;  second  are  those  activities  through  which  the  principal 
takes  his  place  as  a  leader  in  his  community. 


xNutt,  H.  W.  "The  duties  of  the  elementary  school  principal,"  Elementary 
School  Journal,  19:174-97,  November,  1918. 

2Reavis,  W.  C.  "The  duties  of  a  supervising  principal,"  Elementary  School 
Journal,  19:279-84,  December,  1918. 

3Worth,  McClure.  "The  functions  of  the  elementary  school  principal,"  Ele- 
mentary School  Journal,  21:500-14,  March,  1921. 

[7] 


Needs  of  the  principalship.  A  study  of  contemporary  literature1 
together  with  an  analysis  of  the  mistakes  made  by  elementary  school 
principals  presented  by  Bobbitt2  suggests  a  number  of  requirements 
which  must  be  met  before  the  principalship  can  become  in  reality  an 
office  of  professional  leadership. 

1.  The  vision  of  principals  and  of  all  school  men  must  be 
clarified  in  regard  to  the  aim  of  the  principalship.  Achievement  is 
unlikely  unless  the  object  of  achievement  is  understood. 

2.  Superintendents  must  organize  their  thinking  and  activities 
to  further  the  attainment  by  the  principal  of  his  function.  He  must 
no  longer  be  merely  a  clerk  or  a  mouthpiece  of  the  central  office. 

3.  A  professional  spirit  among  principals  must  be  developed  and 
must  receive  constant  adherence. 

4.  Salaries  must  be  increased  in  order  to  permit  elementary 
school  principals  wider  opportunities  for  professional  training  and 
growth. 

5.  Professional  courses  dealing  specifically  with  the  problems 
of  the  principalship  must  be  offered  in  colleges  and  universities. 

6.  A  literature  of  the  principalship  containing  both  theoretical 
and  specific  material  must  develop. 

7.  Clerical  help  for  the  principal  must  become  more  widespread. 
In  a  large  number  of  cases  it  is  a  prerequisite  of  the  proper  perform- 
ance of  the  principal's  duties. 

8.  A  list  of  the  administrative  and  clerical  duties  which  should 
be  performed  by  the  principal  must  be  decided  upon  and  adopted  as  a 
standard. 

9.  A  technic  of  performing  administrative  and  clerical 
duties  which  will  allow  the  principal  to  delegate  certain  tasks  to  other 
members  of  the  school  staff  must  be  worked  out. 

10.  A  technic  of  supervision  of  instruction  should  be  de- 
veloped which  will  include  definite  educational  objectives  and  which 
will  provide  for  adequate  and  efficient  suggestions  to  teachers,  and 
for  methods  of  following  up  these  suggestions. 


1The  study  by  McClure  Worth  on  this  was  especially  helpful. 
2Bobbitt,  Franklin.     "Mistakes  often  made  by  a  principal,"  Elementary  School 
Journal,  20:337-46  and  419-34,  January  and  February,  1920. 


[8] 


A  Selected  Bibliography 

Bobbitt,  Franklin.  "Mistakes  often  made  by  a  principal,  "Elementary 
School  Journal,  20:337-46  and419-34,  January  and  February,  1920. 
The  mistakes  listed  in  this  study  were  assembled  by  drawing  on  the  experiences 
and  observations  of  several  hundred  superintendents,  principals,  and  teachers.  A 
very  important  class  of  errors  are  those  which  may  be  called  errors  of  over-direction. 
Certain  others  may  be  classed  as  errors  of  under-direction — as  in  the  case  of  the  princi- 
pal who  fails  to  organize  and  direct  the  work  of  the  school  building  and  leaves  the  per- 
formance of  a  large  number  of  his  duties  to  the  teachers.  Since  the  principal  is  re- 
sponsible not  only  for  the  administrative  and  clerical  duties  but  for  the  efficiency  of 
instruction  also  he  is  failing  wofully  in  meeting  his  most  important  obligations.  Five 
causes  for  the  mistakes  of  under-direction  are  given,  together  with  suggestions  for  their 
elimination.  Another  important  class  of  errors  comes  from  judging  the  work  of  teachers 
on  the  basis  of  the  wrong  type  of  standards.  As  far  as  possible  standards  for  judging 
work  should  be  objective,  clearly  defined  and  known  both  to  the  principal  and  teachers. 
The  errors  which  occur  most  frequently,  however,  are  the  result  of  too  great  an  em- 
phasis on  administrative  and  clerical  duties  and  the  neglect  of  improvement  of  instruc- 
tion. Many  other  errors  of  less  frequent  occurrence  are  discussed.  Remedies  for  differ- 
ent mistakes  are  described  briefly.  This  study  will  be  especially  helpful  to  principals 
who  wish  to  devote  more  of  their  time  to  professional  duties  and  less  to  administra- 
tive functions. 

Boggs,  J.  "School  board  regulations  concerning  the  elementary 
school  principal,"  Elementary  School  Journal,  20:730-42,  June, 
1920. 

This  study  is  based  upon  the  assumption  that  the  duties  which  boards  of  educa- 
tion and  superintendents  specifically  designate  in  the  rules  and  regulations  as  belonging 
to  the  principal  are  those  which  they  consider  the  most  important  for  the  principal  to 
perform.  A  summary  of  the  requirements  concerning  the  elementary  school  principal 
in  thirty  states  of  the  United  States  selected  at  random  resulted  in  a  statement  of 
seventy-seven  different  duties.  The  seventy-seven  duties  were  distributed  according 
to  the  classification  of  the  duties  of  the  school  principal  given  by  McMurry  in  the 
New  York  City  Survey,  by  Reavis,  and  by  Nutt.  "From  the  examination  of  these 
tables  it  appears  that  in  the  judgment  of  most  school  boards  and  superintendents, 
principals  are  not  merely  officers  of  professional  supervision  but  rather  odd  job  and 
clerical  workers  whose  business  it  is  to  keep  the  machinery  well  oiled  and  smoothly 
running  while  other  people  perform  the  higher  professional  functions." 

Cubberley1,  Ellwood  P.  "The  principal  and  principalship,"  Elemen- 
tary School  Journal,  23:342-52,  January,  1923. 

Mr.  Cubberley  maintains  that  the  relation  which  should  exist  between  the  princi- 
pal and  superintendent  is  analogous  to  that  which  exists  between  the  main  executives 


*As  this  article  goes  to  press  a  discussion  by  Dr.  Cubberley  of  "The  principal  and  the  princi- 
palship" comes  to  the  writer's  notice.  It  forms  Chapter  II  of  a  book  "The  Principal  and  His 
School"  which  is  to  be  published  in  the  near  future.  The  discussion  of  this  chapter  is  especially 
significant  because  of  the  very  careful  way  in  which  it  has  treated  the  principal  in  his  relation  to 
the  administrative  organization  of  the  school  system. 

[9] 


and  the  department  heads  of  a  large  business  organization,  as  for  example,  between  a 
manager  of  a  town  branch  of  a  public  utility  and  the  general  superintendent  of  the 
business.  The  superintendent  is  responsible  for  the  general  school  policies  and  the 
principal  for  their  application  to  his  school.  The  superintendent  has  a  right  to  expect 
from  the  principal  unquestioning  obedience  in  carrying  out  the  policies  of  the  school 
system  regardless  of  whether  he  approves  of  them.  The  principal  has  a  right  to  expect 
from  the  superintendent  freedom  in  working  out  the  details  of  administration  in  his 
own  school.  Both  should  cooperate  along  these  lines  for  the  best  school  system  which 
it  is  their  power  to  produce. 

In  discussing  the  importance  of  the  principalship  the  author  states  that  the 
"superintendent  should  tend  to  magnify  the  office  of  the  school  principal.  Whatever 
can  be  done  to  add  strength,  dignity,  and  responsibility  should  be  done  with  a  view  to 
making  a  principal  feel  that  his  work  is  large  and  important  and  that  he  must  keep 
going  if  he  is  to  continue  to  measure  up  to  the  demands  of  the  position.  Everything 
pertaining  to  his  school  should  pass  through  his  hands  and  the  position  should  be  made 
one  of  definite  and  fixed  responsibility."  He  also  maintains  that  generally  speaking  the 
principals  of  schools  in  the  United  States  do  not  realize  to  the  full  their  responsibility. 
They  neglect  supervision  for  administrative  and  clerical  tasks.  Altho  not  greatly  to 
blame  always  the  principal,  if  he  understands  fully  the  nature  of  his  function,  can  help 
to  remedy  this  condition.  In  order  to  further  this  understanding  "the  difference  be- 
tween office-chair  administration  and  clerical  perfection  on  the  one  hand  and  helpful 
and  constructive  supervision  on  the  other  should  be  clearly  set  forth  and  emphasized 
in  the  administration  of  the  school  system." 

Edson,  Anthony  W.    "School  principal,"  The  American  School,  6: 
106-107,  April,  1920. 

This  paper  contains  a  suggestive  description  given  in  a  somewhat  condensed  form 
of  the  responsibilities,  duties  and  opportunities  of  the  elementary  school  principal. 
The  author  states  four  main  purposes  of  the  principalship;  (1)  organizing  the  school 
properly,  classifying  the  pupils,  etc.  (2)  unifying  the  efforts  of  all  the  teachers,  thus 
making  their  work  an  integral  part  of  the  work  of  the  school,  (3)  establishing  ideals  of 
professional  attainment  and  the  standards  for  that  attainment,  (4)  assuming  the  leader- 
ship in  determining  results  which  the  school  should  secure  and  in  directing  the  attain- 
ment of  those  results. 

The  principal  has  two  important  obligations:  one  is  to  teach  teachers  and  to  guide 
them  in  professional  growth;  the  other  is  to  grow  in  professional  skill  himself  and  to 
initiate  new  practises  and  theories  in  school  activities.  A  very  suggestive  discussion 
is  given  of  the  relationship  which  should  exist  between  the  principal  and  teachers, 
between  the  principal  and  superintendent,  between  the  principal  and  his  community, 
and  between  the  principal  and  every  child  in  the  school.  Certain  very  helpful  specifi- 
cations as  to  methods  of  supervising  classroom  work  are  also  given.  The  author  closes 
the  article  with  the  standard  card  for  the  rating  of  principals  which  contains  twenty- 
five  different  items.  This  card  emphasizes  the  following  classifications  and  duties  of 
the  principal;  (1)  training  of  teachers  in  service,  (2)  relating  the  course  of  study  and 
the  work  of  the  school  grade  to  actual  conditions  of  life,  (3)  the  amount  of  time  spent 
in  inspection  and  supervision  in  the  classroom  (4)  provision  made  for  the  exceptional 
children,  (5)  the  relation  of  the  principal  to  parents  and  the  community,  (6)  the 
efficiency  of  the  instruction  in  the  school. 

[10] 


Edmunds,  S.  A.  "A  principal's  duties  and  responsibilities,"  High 
School  Quarterly,  8:163-66,  April,  1920. 

This  is  a  discussion  in  rather  general  terms  of  the  qualities  of  character  and  per- 
sonality which  an  ideal  school  principal  should  possess. 

Gray,  William  S.  "The  work  of  elementary  school  principals," 
Elementary  School  Journal,  19:24-35,  September,  1918. 
In  this  study  the  attention  is  concentrated  upon  one  phase  of  the  principal's 
work,  that  of  supervision.  The  performance  of  this  duty  adequately  and  efficiently 
makes  it  necessary:  (1)  that  the  principal  should  train  his  teachers  in  service;  (2)  that 
he  should  cooperate  with  his  teachers  in  the  making  and  adaptation  of  the  curriculum; 
and  (3)  that  in  cooperation  with  his  teachers  he  should  work  out  a  list  of  outcomes, 
aims,  and  skills  for  the  judging  of  instruction.  Suggestions  which  will  be  found  extreme- 
ly illuminating,  are  given  in  regard  to  the  technic  of  supervision. 

Johnston,  Charles  H.,  Newlon,  Jesse,  Pickell,  Frank  G.  Junior- 
Senior  High  School  Administration.  New  York:  Charles 
Scribner's  Sons,  1922,  p.  337-55. 

The  discussion  on  the  "new  conception  of  the  principalship"  is  written  primarily 
with  the  high  school  principal  in  mind.  It  contains  material,  however,  which  will  prove 
helpful  to  the  elementary  school  principal.  The  need  for  the  principal  to  so  regulate 
his  administrative  and  clerical  duties  that  they  will  take  only  a  minimum  portion  of  his 
time  is  emphasized.  The  fact  is  pointed  out  that  the  principal  should  not  rely  on  per- 
sonal contact  with  pupils  such  as  changing  of  programs,  adjustment  of  size  of  classes, 
and  granting  of  permissions  to  strengthen  his  authority  in  the  school,  but  that  he  should 
establish  his  leadership  through  activities  of  greater  professional  importance.  Two 
factors  "which  determine  what  may  be  called  the  spirit  of  administration  and  which 
affect  very  materially  the  morale  of  the  school"  are  discussed  in  considerable  detail. 
"The  first  of  these  has  to  do  with  the  cooperation  of  the  faculty  (or  lack  of  it)  in  the 
solution  of  the  institutional  problems  of  the  school."  A  spirit  of  cooperation  and  a  unity 
of  purpose  will  be  found  where  the  principal  endeavors  to  bring  to  its  fullest  expression 
the  ability  possessed  by  each  of  his  teachers  through  permitting  them  a  voice  in  the 
decisions  of  school  problems,  and  through  securing  their  cooperation  in  all  matters 
pertaining  to  the  policy  and  activities  of  the  school.  "A  deadening  of  every  spark  of 
real  interest  in  the  institutional  problems  of  the  school"  will  result  where  the  principal 
makes  it  understood  that  the  teachers  are  to  do  nothing  but  "teach  and  take  orders." 
The  second  factor  which  plays  a  large  part  in  determining  the  morale  of  the  school  has 
to  do  with  the  social  problems  arising  in  the  student  body.  Illustrations  of  problems 
peculiar  to  the  high  school  are  given.  The  methods  set  forth  for  their  improvement  may 
be  adapted  advantageously,  however,  to  training  pupils  of  the  elementary  school  in 
habits  of  conduct  suitable  to  life  in  a  democracy. 

Lowry,  Chas.   D.     "The  work  of  the  principal,"   Chicago  Schools 

Journal,  5:53-9,  October,  1922. 

Superintendent  Lowry  has  given  an  excellent  exposition  of  the  function  and  the 
duties  of  the  elementary  school  principal  in  the  Chicago  schools  and  makes  some 
helpful  suggestions  concerning  the  manner  in  which  these  duties  should  be  performed. 
The  duties  of  a  principal  are  classified  into  at  least  four  divisions;  administrator, 

[11] 


supervisor,  instructor,  and  councilor.  Each  of  these  main  divisions  is  discussed  in 
some  detail.  The  principal  must  arrange  to  perform  his  obligations  as  administrator 
without  taking  too  large  a  portion  of  his  time.  He  can  do  this  provided  he  systematizes 
his  work  and  delegates  certain  responsibilities  to  teachers.  As  a  supervisor  of  his  school 
the  needs  of  individual  pupils  and  changes  in  the  course  of  study  will  claim  his  attention. 
As  an  instructor  he  must  train  his  teachers  so  that  they  will  grow  in  professional 
ability  and  in  zeal  for  their  work.  He  should  allow  them  the  same  right  to  exercise 
their  initiative  that  he  is  allowed  by  the  central  office.  They  should  be  permitted  to 
work  out  details  and  teaching  devices.  In  the  final  analysis  the  efficiency  of  instruction 
in  the  school  depends  upon  the  principal.  He  is  responsible  for  all  the  work  of  his  school 
and  for  interpreting  to  the  teachers  all  the  policies  of  the  superintendent. 

Mirick,  George  A.    "Administration  and  supervision,"  Elementary 

School  Journal,  19:285-90,  December,  1918. 

This  study  maintains  that  the  time  has  come  when  administration  and  super- 
vision must  be  entirely  separated.  It  affirms  that  they  are  unlike,  that  different  train- 
ing, different  experience,  and  different  qualities  are  required  for  their  performance  and 
that  they  are  so  highly  specialized  that  one  person  can  not  give  adequate  attention  to 
both.  It  also  asserts  that,  of  the  two,  administration  always  crowds  out  supervision 
when  they  compete  for  the  time  and  attention  of  one  who  has  both  responsibilities. 

Nutt,  H.  W.  "The  duties  of  the  elementary  school  principal,"  Ele- 
mentary School  Journal,  19:174-97,  November,  1918. 
The  author  classifies  the  duties  of  the  school  principal  under  two  main  heads: 
I,  administrative  duties;  and  II,  teaching  or  pedagogical  duties.  Administrative  duties 
may  be  divided  into  three  main  groups;  (1)  annual  and  semi-annual  routine  duties, 
(2)  daily  routine  duties,  (3)  miscellaneous  routine  duties.  The  duties  falling  under  each 
of  these  three  divisions  are  specified.  Teaching  or  pedagogical  duties  take  three  forms; 
(1)  teaching  classes,  (2)  supervising  teaching,  and  (3)  adapting  the  subject  matter  and 
courses  of  study  to  pupils.  Certain  suggestions  as  to  the  proper  performance  of  these 
duties  are  given.  The  preceding  classification  is  not  based  on  scientific  evaluations  but 
on  the  author's  personal  experience  and  observation. 

Power,  Leonard.  "The  plan  of  supervision  and  instruction  by  princi- 
pals of  elementary  schools,"  Elementary  School  Journal,  19: 
408-18,  February,  1919. 

According  to  the  plan  worked  out  and  put  into  operation  by  Mr.  Power,  after 
making  his  decision  as  to  which  of  the  school  subjects  should  be  studied,  he  arranged 
a  schedule  so  that  he  could  pay  two  visits  to  each  teacher  of  that  particular  school 
subject.  During  his  visit  he  considered  six  points;  (a)  type  of  lesson,  (b)  work  done 
by  students  during  the  study  period  if  observed,  (c)  the  order  and  method  of  procedure 
in  the  recitation,  (d)  the  amount  of  preparation  by  the  teacher,  (e)  the  assignment, 
(f)  the  position  of  the  teacher.  With  these  points  as  a  frame  work  he  wrote  a  report  to 
each  teacher  after  his  visit  to  her  class.  He  next  arranged  for  each  teacher  to  visit  some 
other  teacher  of  her  subject  and  report  on  the  work  of  the  class.  The  last  step  in  the 
plan  was  a  meeting  of  all  the  teachers  of  the  subject  in  order  to  correlate  the  work,  to 
ask  and  give  suggestions,  and  to  make  plans  for  the  future. 

[12] 


Reavis,  W.  C.    "The  duties  of  a  supervising  principal,"  Elementary 

School  Journal,  19:279-84,  December,  1918. 

According  to  Mr.  Reavis  the  principal  should  be  regarded  as  the  responsible  head 
of  his  school  and  as  such  his  duties  may  be  classed  as  managerial,  professional  and 
social  in  character. 

I.  Managerial  duties.  A  successful  performance  of  the  first  type  of  duty  implies 
satisfactory  results  secured  with  a  minimum  amount  of  time. 

II.  Professional  duties.  "It  is  not  the  professional  duty  of  the  principal  to  formu- 
late the  educational  policy  of  his  school  but  to  interpret  for  the  teachers  of  his  school 
the  policy  formulated  by  the  superintendent  and  special  supervisors  and  to  direct  the 
teachers  along  the  lines  that  will  produce  the  best  results  for  the  children  of  the  school." 
His  inspection  of  classes  should  be  purposeful  and  not  given  in  a  random  fashion.  His 
personal  opinion  should  be  supplemented  by  the  results  of  scientific  tests  and  careful 
educational  studies. 

III.  Social  duties.  Social  duties  of  the  principal  include  cooperation  in  parent- 
teacher  organizations,  organization  of  activities,  and  development  of  neighborhood 
cooperation  in  the  necessary  civic  improvements  of  the  school  district. 

Rich,  Steven  G.    "Rating  of  principals  and  superintendents,"  Edu- 
cation, 42:496-500,  April,  1922. 

Mr.  Rich  asserts  that  the  principal  should  have  his  teachers  make  ratings  of 
himself  and  gives  a  list  of  topics  to  serve  as  a  basis  for  the  ratings.  In  this  list  there  is 
little  emphasis  on  the  principal's  ability  as  a  supervisor  but  considerable  emphasis 
on  his  spirit  of  cooperation  with  the  teachers  and  on  his  ability  to  perform  administra- 
tive duties.  Sixty-nine  points  out  of  a  possible  100  have  been  given  to  these  two 
items. 

Spencer,  Roger  A.  "The  work  of  the  school  principal  in  supervision," 
Elementary  School  Journal,  20:176-87,  November,  1919. 
Some  of  the  problems  which  will  confront  the  supervising  principal  are  pointed 
out  together  with  suggestions  which  should  prove  very  helpful  in  solving  these  prob- 
lems: (1)  the  principal  mus;  have  the  confidence  of  his  teachers  so  that  they  all  work 
toward  the  same  purpose;  (2)  he  must  endeavor  to  make  his  school  meet  the  needs  of 
the  community  in  which  it  is  located;  (3)  everything  which  is  not  taken  care  of  in  a 
specific  manner  by  the  course  of  study  mapped  out  by  the  central  office  must  be  planned 
for  in  the  school  in  which  it  is  to  be  put  in  operation,  and  should  be  planned  for  in  co- 
operation with  the  teachers;  (4)  the  principal  must  stimulate  his  teachers  to  keep  out 
of  a  rut  and  to  do  original  work  chiefly  to  promote  a  better  training  of  the  child  for  in- 
dependent thinking;  (5)  teachers  must  be  trained  in  service,  and  methods  for  accom- 
plishing this  are  given. 

Stevens,  Eugene  C.    "The  evaluation  of  the  individual  in  the  ad- 
ministrative force,"  American  School   Board  Journal,   60:27-9, 
June,  1920. 
A  survey  chart  for  the  purpose  of  rating  a  principal's  ability  is  given  in  this 

paper.  It  is  based  on  the  writer's  observation  and  personal  experience.  The  principals 

are  to  be  rated  on  fourteen  items  by  means  of  letters  A,  B,  C,  D,  or  E,  with  A  meaning 

highest  rating. 

[13] 


Weet,  Herbert  S.    'The  duties  of  a  school  principal,"  Elementary 
School  Journal,  20:253-62,  December,  1919. 

The  author  states  that  the  fundamental  duty  of  a  school  principal  is  to  act  as  a 
professional  leader  in  securing  in  his  school  the  closest  possible  realization  of  the  ends 
of  education  which  have  been  conceived  in  this  country.  Some  of  the  duties  growing 
out  of  this  concept  of  a  principal's  fundamental  obligations  are  given  and  discussed. 

Worth,  McClure.    ''Professionalizing  the  principalship,"  Elementary 

School  Journal,  21:735-43,  June,  1921. 

Information  for  this  study  was  collected  from  city  superintendents,  university 
professors  of  education  and  from  elementary  school  principals  of  Seattle,  Washington. 
Their  replies  indicate  that  the  office  of  principal  is  being  elevated  to  the  plane  of  pro- 
fessional leadership  in  the  following  ways:  (1)  higher  standards  of  training  are  being 
required  of  the  candidates  for  positions;  (2)  chief  emphasis  in  determining  promotion 
is  being  placed  upon  professional  items;  (3)  principals  are  practically  freed  from  class- 
room instruction;  (4)  the  principal  is  receiving  clerical  help;  (5)  there  is  a  tendency  to 
limit  the  size  of  schools  to  1000  or  1500  pupils,  as  a  school  of  this  size  is  not  so  large  but 
that  the  principal  can  be  the  real  professional  leader  of  his  school;  (6)  a  large  number  of 
principals  are  making  an  effort  to  secure  better  professional  training  and  show  evidence 
of  real  professional  leadership;  (7)  the  salary  of  the  elementary  school  principal  is  in- 
creasing; (8)  the  fact  that  in  a  great  many  cases  the  principal  is  allowed  to  modify  the 
course  of  study  admits  him  to  the  company  of  educational  experts;  (9)  the  importance 
of  the  principal  as  a  leader  in  his  community  is  indicated  by  the  present  tendency  to 
assign  him  only  one  building. 

Worth,  McClure.   "The  functions  of  the  elementary  school  principal," 
Elementary  School  Journal,  21:500-14,  March,  1921. 

The  purpose  of  this  investigation  is  to  answer  two  questions:  (1)  what  are  the 
functions  of  the  elementary  school  principal  in  theory  and  in  practise;  (2)  what  is  their 
relative  importance  in  theory  and  in  practise? 

Fifteen  university  professors  and  a  committee  of  secondary  school  principals 
agreed  upon  the  following  classification  of  the  principal's  duties;  (1)  administrative, 
manager  of  activities,  cases  of  discipline,  (2)  clerical  reports,  bookkeeping,  (3)  super- 
vision of  teaching,  including  guiding  and  training  of  teachers,  (4)  professional  study  and 
growth,  (5)  community  leadership.  The  results  of  a  rating  by  fifteen  university  pro- 
fessors and  twelve  superintendents  of  large  cities  of  the  five  types  of  duties  showed  that 
in  theory  the  supervisory  function  is  considered  by  far  the  most  important.  Adminis- 
tration ranks  second.  Evidence  concerning  the  relative  importance  in  actual  practise  of 
the  principal's  functions  was  obtained  from  records  of  principals  in  Seattle  and  from 
the  distribution  of  100  points  by  thirteen  university  professors  in  respect  to  their 
judgment  of  present  practise  and  from  current  literature  concerning  the  principalship. 
The  results  of  the  latter  investigation  show  that  in  actual  practise  administration  and 
routine  clerical  duties  take  precedence  over  supervision,  that  administration  is  by  far 
the  most  important  function  as  determined  by  the  amount  of  time  spent  thereon,  that 
clerical  work  is  practically  second  in  importance,  and  that  very  little  attention  is  given 
to  community  leadership  and  to  professional  study.  The  fundamental  reasons  for  the 
difference  in  practise  and  theory  are  discussed  and  suggestions  to  meet  the  needs  of  the 
situation  are  given. 

[14] 


CIRCULARS  OF  THE  BUREAU  OF  EDUCATIONAL 
RESEARCH,  COLLEGE  OF  EDUCATION,  UNI- 
VERSITY OF  ILLINOIS,  URBANA,  ILLINOIS. 


No.  12.     Monroe,  Walter  S.   Announcements  of  the  Bureau 
of  Educational  Research  for  1922-23. 


No.  13.     Monroe,  Walter  S.   Definitions  of  the  Terminology 
of  Educational  Measurements. 


No.  14.     Streitz,  Ruth.    Gifted  Children  and  Provisions  for 
Them  in  Our  Schools. 

No.  15.     Monroe,  Walter  S.    Educational  Tests  for  Use  in 
Elementary  Schools. 

No.  16.     Odell,  Charles  W.   The  Effect  of  Attendance  Upon 
Social  Achievement. 

No.   17.     Mohlman,   Dora   Keen.     The  Elementary   School 
Principalship. 


A  limited  number  of  copies  of  these  educational  circulars 
are  available  for  free  distribution  to  superintendents  and 
teachers  in  Illinois.  We  shall  be  glad  to  add  to  our  mailing 
list  for  these  circulars  the  names  of  any  teachers  or  superin- 
tendents who  care  to  receive  them  regularly.  We  shall  be 
glad  also  to  send  additional  copies  of  any  circular  to 
superintendents  or  principals  for  distribution  among  their 
teachers.  Address  all  communications  to  the  Bureau  of  Edu- 
cational Research,  University  of  Illinois. 


A 


X- 


